Search results for: Education policies
Page 8/20 196 items
Who Would Stay, Who Would Be Dismissed? An Empirical Consideration of Value-Added Teacher Retention Policies
Several states have recently adopted or are pursuing policies that deny or revoke tenure from teachers who receive poor evaluation ratings over time based in part on quantitative measures of performance. Using data from the state of Florida, the authors estimate such value-added measures to consider the future effectiveness and number of teachers who would have been dismissed under different versions of these policies. The authors show that specific policy design determines the extent of the potential for value-added to improve the overall quality of the teaching workforce.
Updated: Jan. 19, 2014
This article claims that the administration and management of education came to depend on the work of community to solve problems and develop governance and control across the sites and work of education.
Updated: Oct. 09, 2013
This paper outlines an overview of Cádiz in 1812 and the Constitution. The article describes the development of the contents of this constitution; its influence on the constitutions of other countries and vice versa; and the role of women under this constitution. This article will explain the contributions of this constitution and subsequent extensions regarding developments in education.The article will also highlight the importance of this constitution to the development of education.
Updated: Oct. 09, 2013
The ACT of Enrollment: The College Enrollment Effects of State-Required College Entrance Exam Testing
Since 2001 Colorado, Illinois, and Maine have all enacted policies that require high school juniors to take college entrance exams. This article presents the effects of this state-mandated college entrance exam testing. The author finds evidence that entrance exam policies were associated with increases in overall college enrollment in Illinois and that such policies re-sorted students in all three states between different types of institutions.
Updated: Sep. 17, 2013
Comparison as Curriculum Governance: Dynamics of the European-Wide Governance Technology of Comparison within England’s National Curriculum Reforms
The current paper focuses on how the curriculum is governed by comparative knowledge. Particularly, the article identifies how this facet of governance has manifested itself within the policy space of England’s National Curriculum reforms. While international comparative logic within England’s National Curriculum could be regarded as a manifestation of a European-wide governing technology, the article suggests that the distinctiveness of ‘Europe’ is at risk of being lost to dominant global knowledge paradigms which are also an integral part of the ‘governance by comparison’ process.
Updated: Sep. 15, 2013
This article describes the accounts of school students regarding the difference between traditional and competence-based models. The data demonstrate the tensions caused by pupils’ perceptions of the demands of summative assessment systems, which reflect a very different epistemology from experiential/competence models. The authors conclude that greater pedagogical literacy, attention to professional development, assessment reform and engaging students as partners in curriculum reform are needed.
Updated: Sep. 15, 2013
The Consequences of International Comparisons for Public Support of K–12 Education: Evidence From a National Survey Experiment
The authors investigate the consequences of international comparisons in education on the support of public schooling in the United States. The results suggest that framing educational policy with the goal of enhancing international competitiveness lowers subjective assessments of the quality of local schooling without increasing interest in additional spending to improve the nation’s education system.
Updated: Sep. 11, 2013
The authors examine educational policy by focusing on the ways in which actors “play” or selectively follow, negotiate, and appropriate cultural instructions and rules. The authors outline a framework that situates assemblage, a notion utilized in actor-network theory, within the critical cultural study of policy. The authors pay particular attention to what happens when disparate actors join together to perform policy-directed tasks.
Updated: Aug. 20, 2013
The author attempts to understand the role and objective of the European Union (EU) steering university-based research policy in relation to national and other global actors, despite its being outside of the EU’s direct jurisdiction. The author suggests that despite strong globalising trends, the EU promotes these trends at the national and sub-national levels, and also attempts to structure the research environment in a complex heterogeneous way.
Updated: Aug. 19, 2013
Examining Data Driven Decision Making via Formative Assessment: A Confluence of Technology, Data Interpretation Heuristics and Curricular Policy
The authors explored the potential barriers for the successful adoption of the CaseMate system, a tool created to support data driven decision making (DDDM). The participants in this usability study were 42 preservice students in a masters program for teaching. The findings illustrate the barriers to implementing DDDM in actual classroom practice: a confluence of curriculum structure and policy as well as technology and teacher heuristics that result in variations in data interpretation.
Updated: Jul. 31, 2013